This training module demonstrates how academic progress monitoring fits into the Data-Based Individualization (DBI) process by (a) providing approaches and tools for academic progress monitoring and (b) showing how to use progress monitoring data to set ambitious goals, make instructional decisions, and plan programs for individual students with intensive needs.
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DBI Process
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Implementation Guidance and Considerations
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This updated training module provides a rationale for intensive intervention and an overview of data-based individualization (DBI), NCII’s approach to providing intensive intervention. DBI is a research-based process for individualizing validated interventions through the systematic use of assessment data to determine when and how to intensify intervention. Two case studies, one academic and one behavioral, are used to illustrate the process and highlight considerations for implementation.
The purpose of this document is to provide an overview of the Center’s accomplishments and to highlight a set of lessons learned from the 26 schools that implemented intensive intervention while receiving technical support from the Center.
This white paper summarizes the proceedings of a summit that was focused on integrating research knowledge on promising approaches into intensive intervention and implementation to improve academic outcomes for students with disabilities who have severe and persistent learning need. In addition, it includes responses from three participants representing perspectives from policy (David Chard, Wheelock College), research (Nathan Clemens, University of Texas at Austin), and practice (Steve Goodman, Michigan Integrated Behavior and Learning Support Initiative).
This report presents findings from an exploratory study of how five high-performing districts, which we refer to as NCII’s knowledge development sites, defined and implemented intensive intervention. The findings offer lessons that other schools and districts can use when planning for, implementing and working to sustain their own initiatives to provide intensive intervention for students with the most severe and persistent learning and/or behavioral needs.
This video demonstrates how to use base-10 blocks and a place value chart to help students subtract multi-digit numbers that require regrouping.
This video illustrates the use of manipulatives to help students practice correspondence and tracking objects as objects are counted in different ways. When children understand that objects may be counted in any order (e.g., left-to-right, right-to-left, in a random fashion) they have developed an understanding of the order irrelevance counting principle. Counting objects in many different ways also allows students to practice tracking objects as the objects are counted to make sure that each objects is counted once and only once, regardless of the order in which the object is counted.
This video illustrates how to use the traditional addition algorithm with regrouping.
In this video, Derrick Bushon, Director of Student Services for Swartz Creek Community Schools, discusses how his district took a systems approach to integrating DBI into schools.
This video illustrates the use of manipulatives to help students develop fluency in counting by tens and ones.